Antisocial personality disorder, also called psychopathy, is caused by an individual’s brain structure. This paper analyzes the methods, limitations, and findings of the research that supports this claim. Case studies and correlational studies show a connection between gray matter volume in brain regions and psychopathic emotionlessness. Experiments show the inner workings of a psychopath’s brain as they display dishonesty and lack of empathy. Furthermore, this paper will also explain the relevance of this research to the field of psychology, and the practical applications of the research in society as a whole outside, including in the fields of law and medicine.
A cross-sectional correlational study conducted in Kohat University of Science & Technology investigated the association between emotional intelligence, the capability of an individual to effectively perceive, understand, manage, and utilize his or her own emotions, and academic performance in terms of Cumulative Grade Point Average. The Emotional Intelligence Scale was employed to collect participants’ level of intelligence in the 11 sub-dimensions, and statistical tools such as multiple linear regression and Pearson’s product-moment correlation were used to assess the relationship between the two variables. Findings reveal that there is an overall positive correlation between all sub-dimensions of emotional intelligence and success among undergraduates, though the strength of the correlation varies. Several sub-dimensions have also been shown to predict academic success of undergraduates. Likewise, in another study that measured the relationship between emotional intelligence and job burnout, it was found that an increase in emotional intelligence is directly related to decreased job stress for hospital staff. Overall, research shows that emotional intelligence has a positive influence on life success and is beneficial for excelling in schools and the workplace. Hence, emotional intelligence training should be integrated into the school curriculum at each level to produce emotionally academically competent students. Training students how to understand and manage their own and others’ emotions will prepare them for future career success.
There has been an ongoing debate about whether personality is inherited through genes or created through the environment. This article addressed the issue by analyzing three research articles about the heritability of a particular personality trait through research methods, limitations, and known information. Common patterns and trends seen in the three articles were then investigated and applications of the studies, as well as the relevance of those studies, were examined. The first study is a twin study that examined the heritability of the environmental sensitivity trait and examined its genetic overlap with traits in the big 5 personality traits. The second study is a molecular behavioral genetics study that examined how dopamine-related genes and environmental factors such as stressful life events and parental warmth contribute to the development of a highly sensitive personality. The third study is a longitudinal sibling study that examined how parenting behaviors can affect adolescent responsibility and young adult conscientiousness. From the three studies above, it is clear that in general, personality traits have relatively high heritability. However, genes are not the only thing that influences personality. Non-shared environmental factors also contributed significantly to the development of personality, especially to the variations of personality traits. Certain genes may be expressed only when an environmental condition is met. It is the interaction between genes and the environment that shapes the development of personality and makes individuals who they are.
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